Sentences with phrase «school test score patterns»

Whatever the reason, a change in the population of students tested can have an impact on school test score patterns and signal a weakening in schools» «holding power,» especially for the school's or district's most vulnerable students.

Not exact matches

«And, the pattern that I saw, over and over again, was schools that would either devote themselves to getting the kids to score well on tests, or they would focus on the culture - and in either case they didn't seem to succeed very well.»

Controlling for student demographics, 8th - grade test scores, English language skills, special education program participation, free or reduced - price lunch status (a measure of family income), and mobility during middle school does not alter the basic patterns of graduation and college attendance seen in the descriptive comparisons.

The pattern of test scores in Texas and the nation suggest that consequential accountability — adopted early by Texas, then by more states, and finally by the nation as a whole — was a shock to the U.S. school system that altered the ecosystem and led to a different outcome than had existed before.

SEATTLE — When Principal Levaun Dennett looked at her elementary school's test scores in the spring of 1985, they showed a bleak but familiar pattern.

A 2008 study of graduation patterns in Chicago Public Schools, for example, found that the number of days students were absent in eighth grade was eight times more predictive of freshman year course failure than eighth grade test scores.

We caution, however, that our analysis is correlational rather than causal, so these patterns of findings are merely suggestive that socioeconomic test score gaps persist relatively unabated regardless of the degree of socioeconomic integration at the school level, and are far from definitive.

This pattern of test - score effects — showing positive results in urban areas with many low - income students, but neutral or even negative effects elsewhere — also appears in a national study of oversubscribed charter middle schools funded by the U.S. Department of Education.

The patterns in the teacher assessments mirror those in the test - score data: black and Hispanic students start out substantially below whites, and black students lose ground over the first two years of school, whereas Hispanics maintain their position relative to whites.

If this were true, one would expect the patterns of test - score gains across items to differ for low - versus high - performing students and schools.

They were also different than discussions of school - and district - level activities, like Success Academy's test scores or district staffing patterns.

Poring over school records, he noted a pattern of significantly higher scores on tests of academic achievement and cognitive ability, including IQ tests, up to four years after the program's end.

But we see similar patterns in charter schools too: a number of studies have shown that charter school students have a higher chance of high school graduation or college enrollment even when their test scores do not differ on average from their traditional public school counterparts.

Sometimes, test score patterns can shift more students into top MCAS levels, creating the illusion of school wide improvement.

People have suggested these patterns might be due to: neighborhood / local area / region of family background; other family background characteristics; high school test scores or high school quality; quality of college attended; choices of majors and occupations; choice of neighborhood or area to live in after college.

Overall, the city's subsequent Report Card gave Promise Academy middle school an A. Of course, without a clear understanding of attrition patterns (at least one kid had been expelled) it would be a mistake to put too much stock in test score gains.

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achievement.